"Double Points" Teaching Method In Vocational College Badminton Applied Research In Teaching

To construct a competitive system of technical talents is an important prerequisite and strategic support for the in-depth implementation of the strategy of strengthening the country with talents.As the front line of training technical talents,higher vocational colleges need to adapt to the objectives and requirements of education reform and talent training situation in the new era,explore and innovate teaching methods and new teaching modes.The "Double points" teaching method is a teaching method that implements learning through hierarchical teaching and group cooperation.Because its teaching concept of "teaching students according to their aptitude" can effectively promote the teaching level and teaching effect,it has been applied in the teaching of many subjects.In this paper,the "Double points" teaching method is applied to the badminton teaching in higher vocational colleges.Through teaching experiments,the teaching effect of the teaching method in the badminton class in higher vocational colleges is verified,and more teaching ideas are provided for the badminton teaching in other higher vocational colleges and universities.In this paper,the application effect of "Double points" teaching method in badminton teaching in higher vocational colleges is taken as the research object.Two classes of students majoring in physical education of Grade 2021 in Harbin Vocational College of Science and Technology are selected as the experimental objects,with 28 students in the experimental group and 31 students in the control group.Using the method of literature,expert interview,questionnaire survey,experiment,mathematical statistics and comparative analysis,on the basis of the existing research results of "Double points" teaching,this paper further analyzes the advantages and limitations of "Double points" teaching method in teaching and the feasibility of application in badminton teaching in higher vocational colleges.Through the badminton teaching experiment of 32 class hours in 16 teaching weeks,the results are as follows:1.There were no significant differences in the four physical qualities of the control group before and after the experiment(P>0.05);There were no significant differences in the four physical qualities of the experimental groups before and after the experiment(P>0.05).There was no significant difference in physical fitness between the two groups after the experiment(P>0.05).2.There were significant differences in the three basic techniques of forehand high serve,forehand high serve and forehand scrubbing in front of the net in the control group before and after the experiment(P<0.05),while there was no significant difference in the four-point step method in the whole court(P>0.05);There were significant differences in three basic techniques of forehand high serve,forehand high serve and forehand scrubbing in front of the net in the experimental groups before and after the experiment(P<0.01),but there was no significant difference in four-point step in the whole court(P>0.05).After the experiment,there were significant differences between the experimental group and the control group in the three basic techniques of forehand high serve,forehand high hit and forehand scrubbing in front of the net(P<0.05),while there was no significant difference in the four-step point method in the full court(P>0.05).3.There were significant differences in the four technical movements of the control group before and after the experiment(P<0.05);There were significant differences in the four technical movements of the experimental group before and after the experiment(P<0.01).After the experiment,there were significant differences in the evaluation of technical movements of forehand high serve,forehand high serve and forehand scrubbing in front of the net between the experimental group and the control group(P<0.05),while there were no significant differences in the evaluation of technical movements of four-point step technique in the whole court(P>0.05).4.Before and after the experiment,the control group had a significant difference in organizational leadership among the seven dimensions of cooperation ability(P<0.05),while the other dimensions had no significant difference(P>0.05);Before and after the experiment,the experimental group had significant differences in the seven dimensions of cooperation ability,such as cooperation cognition,cooperation emotion,cooperation intention(P<0.05),but no significant differences in the other dimensions(P>0.05).After the experiment,there were significant differences between the experimental group and the control group in the dimensions of cooperation cognition and organizational leadership(P<0.05),but no significant differences in the other dimensions(P>0.05).The following conclusions can be drawn from the above experimental results:1.After the experiment,the physical fitness scores of students in the two groups were improved to a certain extent,but there was no significant difference between the two groups,which proved that the similarities and differences of teaching methods had no significant difference in the influence of students’ physical fitness.2.After the experiment,the badminton skills of the students in both groups showed significant progress,and the progress of the students in the experimental group was more significant,which proved that the "Double points" teaching method could effectively improve students’ technical learning level in skills-oriented sports,but had no obvious effect on physical-oriented sports.3.After the experiment,the evaluation scores of badminton technical movements of the two groups of students were greatly improved,and the experimental group was significantly better than the control group,indicating that in skills-oriented teaching,the "Double points" teaching method has obvious teaching advantages,which can provide a reference for badminton technical teaching methods in higher vocational colleges.4.Compared with the traditional teaching method,the "Double points" teaching method can improve the students’ cooperation consciousness more,and the dimensions of cooperation cognition,cooperation emotion and cooperation intention are significantly improved compared with the control group.Due to the influence of the free grouping form,the control group was slightly better than the experimental group in the organizational leadership dimension of cooperation skills,indicating that there is still room for further optimization of the "Double points" teaching method in the practice and feedback links.According to the conclusion,the following suggestions are given:1.The acceptability of students should be taken into account when designing the "Double points" teaching stratification objectives.In group cooperative learning,teachers should fully consider the effectiveness of students’ technical learning to further improve teaching efficiency.2.The "Double points" teaching method can be combined with sports games and other forms in classroom teaching to enrich the teaching content and improve students’ interest in learning.3.The teaching effect of "Double points" teaching method is more obvious in skills-oriented teaching.This teaching method can provide more teaching ideas for the teaching of badminton or other technical subjects in other higher vocational colleges and universities.4.At the present stage,the "Double points" teaching method still has some problems such as "phased group solidification".It can be further improved by optimizing the classroom feedback link to further improve the efficiency of group cooperation and give full play to the teaching advantages of "Double points" teaching method.